Professional Documents
Culture Documents
Mallig, Isabela
PHILOSOPHY
Every individual has the right to quality education that empowers him to perform efficiently his duties and obligation to society.
VISION
A highly recognized Higher Education Institution that produces competent professional and technical individuals for social economic progress.
MISSION
Train students in competencies and values relevant to socio-economic development comparable to global standards.
OBJECTIVES
Access – To provide access to quality education through affordable means and scholarship grants.
Instruction – To upgrade curricula, academic qualification and instructional competencies of faculty and staff to ensure employability of graduates.
Research – To develop research capabilities of students, faculty and staff; and in still commitment to progressive improvement and the pursuit of excellence through life-long
learning;
Extension – To assist communities through continuing search for socially relevant and beneficial development projects.
GOALS
Modesty Honesty
Professionalism Excellence
Commitment Accountability
Integrity Respect
Fairness Teamwork
COLLEGE OF TEACHER EDUCATION
MALLIG PLAINS COLLEGES
Mallig, Isabela
VISION
The college of Education seeks to be a development center for globally competitive teachers, sufficiently equipped with pedagogical knowledge, skills and attitudes tempered with
desirable social, moral and spiritual values that enhance positive image of the teacher and the teaching profession.
MISSION
To prepare teachers for professional roles in school settings, equipped with necessary knowledge, skills and attitudes of the trade; and steeped with zeal and commitment in the
building of a healthy, productive and values-oriented youth.
OBJECTIVES
2. To develop communicative competence and proficiency in the use of media of instruction in the areas of concentration;
3. To upgrade academic and instructional competencies of the faculty and strengthen their motivation for service and life-long learning;
4. To participate in raising the educational index of the community to insure socio-economic progress;
5. To integrate development of moral character and personal discipline in learning courses subjects in the curriculum and
6. To instill sheer appreciation, love and pride for the teaching profession.
SYLLABUS
Course Description
This is a professional education course on child and adolescent development. It focuses on the physical cognitive and socio-emotional development. It focuses
on the physical, cognitive and socio-Emotional development of the child and the adolescent and their educational implications. This is introduced with a discussion on
the basic concepts and issues on human development, research in child and human development, the most recent developmental theories, and the development
process before birth, during infancy and toddlerhood.
While the Course is centered on the preschooler, primary and elementary pupil and high school student who are the primary clientele of the would-be teachers,
background knowledge of human development before birth, infancy and toddlerhood is included to give would-be teachers a comprehensive and a better understanding
of the learner in the earlier developmental stages.
Prerequisite: None
Course Objectives
At the end of the course, the students are expected to:
Demonstrate understanding of the process of human development from prenatal period to adolescence along the physical, cognitive and socio-emotional
dimensions from the perspective of various experts.
Draw implication of these human development concepts to the teaching-learning process, teacher-learning process, teacher-learner relationships and child
care.
To conduct or summarize researches relevant to child and adolescent development.
Realize that there are aspects of the human development process that are common to all, common only among groups, and unique to each child.
Develop genuine appreciation of and respect for the unborn and for every child/learner regardless of his/her developmental stage.
13 17. Socio-Emotional Development of the Pre-schooler Middle Childhood (The Primary Schooler)
18. Physical Development of the Primary Pupil
17 23. Socio-emotional Development of the Intermediate Pupil Adolescence (The High School Learner)
24. Physical Development of the High School learners
LEARNING PLAN
Desired Learning Outcomes Course Content/ Teaching and Learning Assessment Task Resource Time Table
(DLO) Subject Matter Activities (TLAs) (ATs) Materials
1. Gain deeper understanding MPC Philosophy, Vision, Mission and Reading, reciting, Rubrics Projector 3 hours
and appreciation of the MPC Objectives explaining and Laptop
Philosophy, Vision, Mission College of Education Vision, Mission and expanding on the Pen
and Objectives Objectives meaning and implications
2. Verbalize and internalize ones of the MPC – PVMO on
role and commitment to the the student behavior
attainment of the MPC PVMO
1. Define human development in I. Basic Concepts and Issues on Human Group Discussion Sentence Laptop 3 hours
your own words Development Completion Projector
MALLIG PLAINS COLLEGES
Mallig, Isabela
1. Define developmental tasks in 1.2 The Stage of Development and Group Discussion Written Quiz Pictures 3 hours
your own words Developmental Tasks representing
2. Identify development stages of developmental
learners in different curriculum stages
year levels
3. Describe the developmental
tasks in each stage
4. State for yourself how these
developmental tasks affect
your role as a facilitator of
learning
1. Take an informed 1.3 Issues in Human Development Direct Teaching Oral Recitation Laptop 3 hours
stand/position on the three (3) Projector
issues on development
1. Explain the basic principles of 1.4 Research in Child and Adolescent Reporting Oral Recitation Laptop 1 hour
research Development Projector
2. Demonstrate appreciation of
the role of teachers as
consumers and producers of
developmental research
1. Explain Freud’s views about 1.5 Freud’s Psychoanalytic Theory Reporting Oral Recitation Laptop 1 hour
child and adolescent Graphic Organizer Projector
development Reflection
2. Draw implications of Freud’s
theory to education
1. Describe Piaget’s stages in 1.6 Piaget’s Stages of Cognitive Reporting Paper and Laptop 1 hour
your own words Development Pencil Test Projector
2. Conduct a simple Piagetian
MALLIG PLAINS COLLEGES
Mallig, Isabela
1. Explain the eight (8) stages of 1.7 Erickson’s Psycho-Social Theory of Reporting Oral Recitation Laptop 2 hours
life Development Projector
2. Write a short story of your life
using Erikson’s stages as
framework
1. Explain the stage of moral 1.8 Kohlberg’s Stage of Moral Reporting Class Oral Recitation Laptop 2 hours
development Development Discussion Projector
2. Analyze a person’s level of
moral reasoning based on his
responses to moral dilemmas
3. Cite how the theory of moral
development can be applied to
your work as teacher later on
1. Explain why Vygotsky’s theory 1.9 Vygotsky’s Socio-Cultural Theory Reporting Oral Recitation Laptop 2 hours
is called “Socio-cultural” Discussion Projector
theory
2. Differentiate Piaget and
Vygotsky views on cognitive
development
3. Explain how scaffolding is
useful in teaching a skill
1. Describe each of the layers of 1.10 Bronfenbrenner’s Ecological Reporting Class Oral Recitation Laptop 1 hour & 30
Bronfenbrenner’s Bio- theory Discussion Projector minutes
ecological Model
2. Identify factors in one’s own
life that exerted influence on
one’s development
3. Use the bioecological theory
MALLIG PLAINS COLLEGES
Mallig, Isabela
as a framework to describe
the factors that affect a child
and adolescent development
1. Trace the course of the pre- 1. Development of the Learners at Reporting Class Oral Recitation Laptop 3 hours
natal development process Various Stages Discussion Projector
that you went through Pre-Natal Period
2. Explain the most common 11. Pre-natal Development
hazards to pre-natal
development become more
appreciative of the gift of life
manifested in an anti-
abortion stand
1. Trace the physical 2. Infancy and Toddlerhood Reporting Class Oral Recitation Laptop 3 hours
development that you have 12. Physical Development of Infants Discussion Projector
gone through as infants and and Toddlers
toddlers
2. Draw implications of these
principles and processes to
parenting and caregiving
1. Trace your own cognitive 13. Cognitive Development of Infants Reporting Class Graded Laptop 3 hours
development as infants and and Toddlers Discussion Recitation Projector
toddlers
2. Draw implications of cognitive
development concepts to
parenting
1. Describe the socio-emotional 14. Socio-emotional Development of Reporting Graded Laptop 1 hour & 30 minutes
development processes that Infants and Toddlers Discussion Recitation Projector
you went through as an infant
and toddler
2. State the implications on
infants and toddlers socio-
emotional development of
MALLIG PLAINS COLLEGES
Mallig, Isabela
1. Describe preschool children’s 3. Early Childhood (The Preschooler) Reporting Class Oral Recitation Laptop 1 hour & 30 minutes
physical growth 15. Pre schoolers’ physical Discussion Projector
2. Identify the different gross and Development
fine motor skills
3. Draw implications of these
concepts on physical
development on teaching
preschoolers
1. Describe the cognitive 16. Cognitive Development of Reporting Class Graded Laptop 1 hour & 30 minutes
development that takes place Preschoolers Discussion Recitation Projector
among preschoolers
2. Apply concepts on
preschoolers cognitive
development in preschool
teaching and in child care
3. Take an informal
stand/position on current pre-
school teaching practices
1. Explain Erickson’s “crisis” of 17. Socio-Emotional Development of Reporting Class Graded Laptop 1hour & 30 minutes
early childhood, initiative the Preschooler Discussion Recitation Projector
versus guilt Pictures
2. Explain the development of
the preschoolers sense of self
and self-esteem
3. Discuss how children develop
gender indentify
4. Describe the stage of play and
how it impacts socio-emotional
development
5. Discuss the different
caregiving styles and their
MALLIG PLAINS COLLEGES
Mallig, Isabela
effect on preschoolers
6. Describe how significant
relationships with parents,
siblings and peers affect the
preschooler
1. Describe the different physical 4.The Primary Schooler Reporting Class Oral Recitaion Laptop 1 hour & 30minutes
characteristics of early school 18. Physical Development of the Reflection Projector
aged children in your own Primary Pupil Discussion
words
2. Enumerate ideas on how you
can apply the concepts in the
teaching-learning process
1. Describe the characteristics 19. Cognitive Development of Primary Reporting Class Oral Recitation Laptop 3 hours
of children in the concrete Schoolers Discussion Projector
operational stage Picture
2. Explain the importance of
information processing skills
and how they affect the
child’s cognitive development
3. State the different cognitive
milestone in primary
schoolers
1. Identify the different 20. Socio-Emotional Development Group Report Written Test Laptop 3 hours
characteristics of primary Reflection Reflection
school aged children in this Pictures
stage of development
2. Discuss the different factors
that affect the socio-
emotional growth of the
primary schoolers
1. Identify the different physical 5. Late childhood (The Intermediate Group Report Oral Recitation Laptop 1 hour & 30 minutes
MALLIG PLAINS COLLEGES
Mallig, Isabela
1. Examine the cognitive 22. Cognitive Development of Reporting Group Oral Recitation Laptop 1 hour & 30 minutes
characteristics of intermediate Intermediate Schoolers Discussion Projector
school children
2. Discuss important factors that
affect the cognitive
development of intermediate
school children
3. Enumerate ways on how
teachers can promote
creativity in the learning
activities and instructional
materials
1. Identify the socio-emotional 23. Socio-Emotional Development of Reporting Class Oral Recitation Laptop 1 hour & 30 minutes
characteristics of children in Intermediate Schooler Discussion Projector
their late childhood stage
2. Determine the qualities of
family life that affect older
children’s development
including changes in family
interactions
3. Interview a parent regarding
their child’s socio-emotional
development
MALLIG PLAINS COLLEGES
Mallig, Isabela
1. Define adolescence 6. Adolescence (The High School Reporting Class Oral Recitation Laptop 1 hour & 30 minutes
2. Describe the physical and Learner) Discussion Projector
sexual changes 24. Physical Development of the High Pictures of
accompanying puberty School Learners teenagers
3. Identify the psychological
consequences of early and
late maturation in the period of
adolescence
4. Identify symptoms, causes of
possible habit disorders and
ways of coping with them
1. Describe the theories of 25. Cognitive Development of the High Reporting Class Laptop 1 hour & 30 minutes
cognitive thinking and relate School Learners Discussion Projector
these to the phases of
teaching-and-learning
2. Identify the avenues for the
adolescent learner’s acquiring
metacognition, elevating his
thinking ability base
3. Define overachievement and
underachievement and
propose possible solutions to
underachievement
4. Explain the outcomes of the
adolescent’s new thinking
skills, inclusive of
egocentrism, idealism and
increased argumentativeness
1. Identify the socio-emotional 26. Socio-emotional Development Reporting Class Oral Recitation Laptop 1 hour & 30 minutes
changes in the adolescent Discussion Written Projector
2. Describe how self-image Examinations
develops among teens
3. Determine the wholesome
attitudes and values in teen
age friendship
MALLIG PLAINS COLLEGES
Mallig, Isabela
Grading System
RESEARCH OUTPUT 45 %
(as a subject embodied in the syllabus and as a final requirement)
ORAL REPORT
Presentation
25 %
Clarity of explanation
Ability to answer a question
Mastery of the topic
FINAL EXAMINATION 20 %
ATTENDANCE 10 %
MALLIG PLAINS COLLEGES
Mallig, Isabela
TOTAL 100 %
Classroom Policies:
1. Students must be punctual in class.
2. All students must be in uniform.
3. Everyone must participate in class discussion.
4. All students must be always present in class.
5. No “Special Test” be given to those absent during the examinations day unless “sick” with doctors certificate.
Prepared by:
Instructor/Professor
Noted by: